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Syllabus: Secondary Methodology, Winter 2007Master in Teaching Program 2005-2007Scott Coleman, Ph.D.Mondays 9-11:30, Sem 2 A 2107OverviewThis strand of the program is an advanced methodology seminar, for those who completed a secondary methodology grade band experience during year one. We will use our collective understanding and experience as well as John Dewey's Democracy and Education to challenge and improve our understanding of how to teach. During this seminar we will be engaged in a project that strives to apply Dewey's ideas about the value of communication, experience, and socially purposeful activity in education. This quarter-long project will culminate in a series of carefully designed and revised lesson plans meant to be useful to each of us in the future and which form the basis for the Transformative Unit Plan required of all students in the cohort. Weekly OutlineWk date To Do Before Class Topics and Activities1 1/8 Read chapter 12: Thinking in EducationPurpose and structure of this seminar; introductionto Dewey's ideas about methodology based on a discussion of chapter 12 and the place of Dewey inour seminar; build the common language among ourselves needed for developing and assessing methodology; discuss the characteristics of a workable unit topic2 1/15 No class; MLK day (on your own decide what topic you will use for your unit and tentatively select 3 methodological approaches for teaching your topic)3 1/22 Read Chapter 13: The Nature of Method, pick a unittopic; review ideas introduced in week one about method elements and learning principlesSeminar on Dewey, chapter 13; workshop: developing your tentative methodological approaches into lesson sketches; discuss lesson plan formats and the distinction between a complete lesson plan and a lesson sketch4 1/29 Read Chapter 8: Aims in Education;Develop one of your lesson ideas into a lesson sketchSeminar on Dewey, chapter 8; discussion about giving peer feedback; teach your first lesson from alesson sketch – in pairs – 20 minutes teaching, and20 minutes detailed feedback each5 2/5 Read Chapter 3: Education as Direction; fully develop your first lesson sketch into acomplete planSeminar on Dewey, chapter 3; lesson 1 second time– in groups of 4; 15-20 minutes teaching, 5-10 minutes feedback each6 2/12 Read Chapter 4: Education as Growth; develop two additional lesson ideas into lesson sketchesSeminar on Dewey, chapter 4; discuss/teach lessons 2 and 3 from your sketches– in pairs; 20 minutes teaching, 20 minutes detailed feedback foreach person7 2/19 No class; Presidents' Day8 2/26 Read Chapter 7: The Democratic Conception of Education; fully develop your second and third lesson sketches intocomplete plansReview requirements for finished unit plan; Seminar on Dewey, chapter 7; Lesson 2 taught – ingroups of 4; 15-20 minutes teaching, 5-10 minutesfeedback each9 3/5 Read Chapter 8: Aims in Education;complete unit plan as per specifications givento cohortSeminar on Dewey, chapter 7; Lesson 3 taught – ingroups of 4; 15-20 minutes teaching, 5-10 minutesfeedback each10 3/12 Read Chapter 11: Experience and ThinkingSeminar on Dewey, chapter 11; teach the lesson of your choice in groups of 4; 25 minutes teaching; turn in unit plan and indicate which lesson you want to have "published"Special Terminology for this SeminarLesson Sketch: An outline developed to help think through and then remember the steps in a particular methodological approach. Before developing a lesson sketch the teacher must have a clear outcome/objective in mind. This sketch does not need to include an assessment plan and does not need to be written for anyone but the teacher.Lesson Plan: A description developed to communicate to a teacher the information needed to implement a specific learning experience. It includes a clearly stated outcome/objective, step by step procedures (including grouping strategies), assessment strategies, and a description of materials needed. A lesson plan should allow a teacher, other than the one who developed it, to teach the lesson. Transformative Unit Plan: The name for the particular unit that will be developed during this seminar. For our secondary methodology group the topic for the unit will be derived from a single principle or procedure (learning outcome/objective). The individual lessons will each use distinctly different methodological approaches to support the single outcome. This Unit Plan will include 3 lesson plans, a statement of Classroom and Student Characteristics that describes the targeted students and classroom environment, and an Instructional Plan Rationale that explicitly points out the transformative multicultural aspects of your lessons and accommodations for students who qualify for special education services. Methodological Elements: These are instructional building blocks that can be used individually or in combination when designing a particular methodological approach. Thesix elements are: - Receiving information – such as through reading, video, audio - Creating – such as through writing, drawing, speaking - Individual practice – such as in having individuals practice applying a particular concept or repeating words or actions - Project work– producing a complex (multiple steps needed) product- Small group activity – maximizing participation and feedback by having students work in groups of 2-5.- Large group activity – using the attention getting and motivating power of a large group Learning Principles: Ideas about how people learn that can be used to help make decisions about the relative strength and weakness of a methodological approach. The six principles are: - Support: Tangible safety and meaningful, personalized encouragement - Feedback: Receivable feedback on what was done so it can be done better- Modeling: Seeing models or examples of what is do be done and how to do it- Interest: Participating in learning and activities that are highly engaging- Practice: Practicing, repeating and revisiting specific skills or knowledge- Help: Meaningfully support the learning of


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EVERGREEN MIT 2007 - Secondary Methodology syllabus

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